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Pleas for Online Learning at the K-12 Level
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- 1. Plea for Online Learning at the K-12 Level Megan Taylor EL7010-8 Dr. Linda Collins Online Learning for the K-12 Students
- 2. Introduction For this assignment, I have been asked to speak to the board of education to promote the benefit of online learning in my organization, Sumter Christian School. I will utilize all previous information up until this point in time, in order to persuade the board of education to allow me to do a re-launch of the current online program for the previously identified grade levels.
- 3. Ideas for the Program • The re-launch of the program will focus on grades 9-12 first, and then trickle down into the middle school, and eventually the elementary level. • The idea and hope for the program is to utilize a blended strategy to cost down on costs • To help prepare students for their lives beyond high school • New Technologies
- 4. Evaluating Students • Students • Grades on • Assignments • Discussions • Tests • Evaluations • Communication with teachers
- 5. Plan for Execution • Identify successful students • Identify teachers needs so they are • Successful teachers • Excel professionally • Excel personally
- 6. Plan for Execution • Mentor Students • Comfortable communication • Encompass onsite activities • Clinical experience is fundamental • Explore options
- 7. Staffing Needs and Successful Implementation • Technical Support Staff • Program Coordinator • Instructional Designer • Trainers
- 8. Staff Requirements • Teacher has educational background in subject being taught • Teacher has certification to teach area • Teacher possess technology skills • Guides and facilitates individualized learning • Has the want to continue professional development
- 9. Staff Training and Development • Importance of recognizing the critical role of professional development • Expand teacher knowledge • Impact on student success • Strategies for design and delivery
- 10. Plan for Funding • In-house as much work as possible • This will keep many expenses low such as • Designing • Developing • Specific Instructional Philosophies
- 11. Plan for Running the Program • School Principal • Online Director • Head of Online Functions • Mainly me •Designer •Facilitator •Teacher
- 12. Student Support Services • Students will have access to • Their teacher • Their peers • The course materials • Their parents • Their principle
- 13. Using E-Portfolios Advantages • Used for • assessments • Team work • Presentations • CV • Recording personal growth Disadvantages • Complicated • Need knowledge of how to set up and work properly with • Synchronous technologies • Asynchronous technologies • Time consuming • Unnecessary at current time
- 14. Proposed Activities for Students • Activities will include • Discussions • Written Assignments • Collaborations • Presentations
- 15. Example Activity for Students Unit in American History ~ A Nation Divided and United ~ Slavery Issues • Complete • Weekly written assignments on assigned materials • Participate in discussions with peers • One initial post • Two response posts to classmates • Participate in collaborative assignments
- 16. Example Activity for Students This activity will require you to research information about Internet safety and security issues. You will be reading, learning, researching, and reporting on information that you found. It is very important that you find, research and report on credible sources. Credible academic resources would include, .gov, .edu, .org, and peer reviewed article resources. You will be required to present the information that you have found in a PowerPoint Presentation, or any other Presentation software that you may feel comfortable with. Find definitions for spam and phishing. Identify why passwords, and having antivirus protection is important. Identify what is meant by "the internet is forever". Identify a minimum of three issues with cyberbullying.
- 17. Evaluation of Program Success • Program • Technical difficulties? • Student Success • How do the student do? • Expansion of the program into the middle and elementary levels • Is this likely?
- 18. Conclusion Overall, if I put in enough time, and effort into this relaunch of the program, I really think that not only can we pull it off, but in the long run it will promote the Christian school. I also believe that with the extra effort, that eventually all classes could become blended, which would take a lot of stress, time, and financial burden off of the teachers. Please take into consideration all that had been presented here. I know that this program can and will work, and will be beneficial to all who are involved.
- 19. References • Archambault, L., & Larson, J. (2015). Pioneering the digital age of instruction: Learning from and about k-12 online teachers [PDF]. Journal of Online Learning Research, 1(1), 49-83. Retrieved from https://www-editlib-org.proxy1.ncu.edu/p/149852/ • Baggio, B., & Belderrain, Y. (2011). Authentic learning [PDF]. Global Learn, pp. 976- 980. Retrieved from http://www.editlib.org.proxy1.ncu.edu/p/37286/ • Barrett, H. (2007). Researching electronic portfolios and learner engagement: The reflect initiative [PDF]. Journal of Adolescent & Adult Literacy, 50(6), 436-449. Retrieved from http://eds.b.ebscohost.com.proxy1.ncu.edu/eds/detail/detail?sid=ac0eade1-4187- 428db8221343d5346408%40sessionmgr111&vid=0&hid=126&bdata=JnNpdGU9ZWRz LWxpd mU%3d&preview=false#AN=24253507&db=ehh
- 20. References • Brunette, L. (2013). Embracing technology with e-portfolios [PDF]. Exchange, (209), 26-29. Retrieved from http://eds.b.ebscohost.com.proxy1.ncu.edu/eds/detail/detail?sid=f4310992- 89044270be6df94b0d4a3ebe%40sessionmgr102&vid=0&hid=126&bdata=JnNpdGU9Z WRzLWxpdmU%3d&preview=false#AN=84731838&db=ehh • Curtis, H., & Werth, L. (2015). Fostering student success and engagement in a k-12 online school [PDF]. Journal of Online Learning Research, 1(2), 163-190. Retrieved from https://www-editlib-org.proxy1.ncu.edu/p/150962/ • DiPietro, M., & Sivy, M. (2011). Virtual school teaching: Establishing a framework for k- 12 virtual school professional development programs [PDF]. Society for Information Technology & Teacher Education International Conference, pp. 3447-3453. Retrieved from http://www.editlib.org.proxy1.ncu.edu/p/36854/
- 21. References • Hassel, B., & Hassel, E. (2012). Teachers in the age of digital instruction. In B. Hassel, E. Hassel, F. Hess, T. Battaglino, M. Battaglino, E. Laurans, . . . J. Chubb (Authors) & C. Finn, Jr & D. Fairchild (Eds.), Education reform for the digital era (pp. 11-33) [e-book]. Retrieved from http://www.edexcellencemedia.net/publications/2012/20120425- education-reform-for-the-digital-era/20120425-Education-Reform-for-the-Digital-Era- FINAL.pdf • Heafner, T. L. (2012). Windows into teaching and learning [WiTL]: Exploring online clinicals for a distance education social studies methods course [PDF]. Society for Information Technology & Teacher Education International Conference, pp. 4594-4615. Retrieved from https://www-editlib-org.proxy1.ncu.edu/p/40335/ • Mayes, R., Luebeck, J., Ku, H., Akarasriworn, C., & Korkmaz, O. (2011). Themes and strategies for transformative online instruction: A review of literature [PDF]. Global Learn, pp. 2121-2130. Retrieved from https://www-editlib-org.proxy1.ncu.edu/p/37455/
- 22. References • Morrison, J., Adelstein, D., & Barbour, B. (2013). K-12 online course development: Examining developer perceptions [PDF]. Society for Information Technology & Teacher Education International Conference, pp. 4133-4139. Retrieved from http://www.editlib.org.proxy1.ncu.edu/p/48769/ • Natale, C. F. (2011, July). Teaching in the world of virtual k–12 learning: Challenges to ensure educator quality [PDF]. Retrieved from https://www.ets.org/s/educator_licensure/ets_online_teaching_policy_final_report.pdf • Norfleet, W., & Walker, K. (2010). Becoming an effective virtual professor [PDF]. E- Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, pp. 279-282. Retrieved from https://www-editlib- org.proxy1.ncu.edu/p/35552/
- 23. References • Pan, S., & Franklin, T. (2010). Teacher’s self-efficacy and the integration of web 2.0 tool/applications in k-12 schools [PDF]. Society for Information Technology & Teacher Education International Conference, pp. 2830-2837. Retrieved from http://www.editlib.org.proxy1.ncu.edu/p/33798/ • Peterson, M., Hittie, M., & Tamor, L. (2002, June 25). Authentic, multi-level teaching: Teaching children with diverse academic abilities together well. Retrieved February 17, 2016, from http://www.wholeschooling.net/WS/WSPress/Authentic%20MultiLvl%206-25-02.pdf • Tucker, M. (2012). The effect of an orientation program on retention of an online learning educational program (Doctoral dissertation, Walden University, United States). Retrieved from https://www-editlib- org.proxy1.ncu.edu/p/123584/ • Watson, J., & Gemin, B. (2009). Management and operations of online programs: Ensuring quality and accountability. [PDF]. International Association for K-12 Online Learning. Promising Practicing Series. Retrieved from http://files.eric.ed.gov/fulltext/ED509622.pdf
Notes de l'éditeur
- Hello, my name is Megan Taylor. I will be discussing my plea for online learning at the k-12 level. This presentation is being presented to fulfill my last signature assignment project for the Online Learning for the K-12 Students course, taught by Dr. Linda Collins. I will answer any questions that you may have at the end of this presentation, so please feel free to take notes.
- For this assignment, I have been asked to speak to the board of education to promote the benefit of online learning in my organization, Sumter Christian School. I will utilize all previous information up until this point in time to persuade the board of education to allow me to do a re-launch of the current online program for the previously identified grade levels. I will discuss the overall ideas for the program, the plan for execution, plan for staffing, staff requirements, staff training and development ideas, funding concerns and resolutions, plans for running the program, student support services, e-portfolios, and proposed activities for students to complete.
- The proposed revisions for the organization will be for grades 9-12. Eventually, the hope for the online program is to utilize a blended strategy, to cut-down on material costs for both the teachers and the students. While not all students are able to complete their courses completely online, but by physically attending classes during school hours, and then completing assignments and submitting them via the virtual classroom, all the students in the high school portion of the school will become familiarized with the way an online learning environment works, which is very important because, they will ultimately be faced with similar situations upon high school completion, when they enter college, or the workforce. By updating the program that the Christian school currently has, it is allowing for the students to utilize technologies that they will ultimately need to prepare them for the 21st century job market (Pan & Franklin, 2010).These updates and new technologies will allow for the use of collaborative tools where the students will have more interaction between themselves, between themselves and the teachers, and themselves and the course content.
- The evaluation process for students enrolled in the online program could be seen within their grades. Perhaps this method seems too easy, but with being so involved with active learning and communicating with teachers, the best evaluation for the student would be to keep an eye on their grades. Because it is an online program, access to grades would be available all of the time. With this versatility, there should be no better way to evaluate the student of whether they are understanding the materials or not. Because of constant contact between student and teacher, and teacher and parent, the evaluation of the student's current grades should be easily maintained. This should never leave the parent wondering how their child is doing in a certain area or subject. According to Mayes, Luebeck, Ku, Akarasriworn, and Korkmaz (2011), students not only choose online learning because of convenience, or more one on one time with the instructor, but they also choose it because feedback is a lot faster than in a traditional setting. There are many effective assessment techniques in an online course. Some of these techniques include, projects, portfolios, self assessments, peer evaluations, threaded discussions, online chats, times quizzes, weekly assignments with immediate feedback, and the use of grading rubrics (Mayes et. al, 2011). I would comfortably say that by having students succeed in the implemented program, and eventually being about to expand the program to the lower grade levels within the school, that this would qualify as success of the program. It is also important to keep in mind that the more students who successfully complete their education by using this online program, the more possible new students could hear about it and want to enroll in the program. More students enrolling would also be considered a success.
- First, it is important to identify characteristics of a student that will be successful in an online program. According to Tucker (2012), a student who is self-motivated, who possess exceptional time-management skills, and who is confident in abilities, is usually going to be a successful online student. Online students are responsible for taking active control of their participation and learning in an online environment. Just as it is important for online students to be successful, it is just as important or more important for teachers to make sure students are successful in an online environment. Successful teaching involves, motivating students despite barriers that may occur, helping students with time management, building the students' social skills and presence in the online environment, mentoring the student and modeling life skills, handling situations that may impede the student's learning, helping students develop a higher order of thinking, and taking responsibility for a student's learning outcome (Hassel & Hassel, 2012).
- The plan for mentoring the students is to have the students get and be comfortable with communicating with the teacher. By means of communication, whether it be telephone, text, or email, it is very important that the student maintains communication with the teachers, and vise versa. By keeping the lines of communication open at both ends, it will be easier for the teacher to mentor the student. Curtis and Werth (2015) points out that it is also important for the student's parents to be available to keep the student motivated and serve as a mentor for the student, as well as the teacher. Curtis and Werth (2015), noted in their study that frequent communication between the school and the parents, had an impact on achievement of the student. The most successful students were the ones who had parents who communicated with the school regularly. Providing resources for the parent's so that they are able to help their child with homework, is also a very important part of communicating with one another and being able to provide mentoring services to the student (Curtis & Werth, 2015). Even though the students have a set curriculum that they must learn, online learning is different compared to traditional courses, because it allows for the teacher to take more one on one time with each student so that their learning is more customized to each individual student. This is where the biggest part of the mentoring comes in. According to Heafner (2012), a well designed and sufficiently supervised clinical experience is fundamental to developing a deep understanding of the pedagogical knowledge and skills required to promote student learning. With that being said, because the student is a virtual student, being able to complete a clinical successfully is not always possible. It is for this reason that teacher educators look for ways in which will benefit the students experience into a meaningful opportunity to observe and explore course content in a diverse setting (Heafner, 2012).
- Additional Technical Support Staff - This is important because, if there is a problem with the educational website, and platform, it will be important for a member of the technical staff find, and quickly fix the problem. Morrison, Adelstein and Barbour (2013) state that with all of the advancements in internet technologies, there is an increased need to bring course development into a more formal process and increase the amount of technical support for instructors engaged in the process. Program Coordinator - This again, as lead online facilitator, I will assume this role as well. This responsibility should be shared by the owner of the school, and myself since this new program implementation was my suggestion to start with. Instructional Designer - This will be my ideas, but will come to life with an actual outsourced instructional designer. Trainers - Once again, for the teachers who are already teaching online, which currently is myself and two others, we will explore the new online environment together, and since it was my ideas, and suggestions, I will be the trainer, per se, for the other two staff members. We will start 'training' three weeks prior to the start of the new school year.
- If the teacher possess both an educational background and a certificate in the subject being taught, then research shows that the students will be more likely to pass the course, and have higher grades in that course compared to a teacher who is just certified in the subject area, but does not have an educational background in the subject (Natale, 2011). The teacher must possess the necessary technology skills to teach online. The teacher needs to be able to effectively use word processing programs, spreadsheets, and presentation technologies. The teacher can also use web browsers, email applications, correct online etiquette, and can trouble shoot hardware and software issues. The teacher will also utilize both synchronous and asynchronous technologies and stay current with emerging technologies and trends. A teacher who guides and facilitates individualized learning will be comfortable and confident using online instructional material. They will also be comfortable with learning management systems to utilize communication and instructional tools (Norfleet & Walker, 2010). These teachers must also maintain a high level of communication with the student, and the students parents. It is very important for online faculty to stay up to date with current trends and technological advances. In order to stay up to date with these ever changing technologies, continuous professional development is a must (Archamboult & Larson, 2015).
- By recognizing the critical role of professional development to expand the teacher’s knowledge and subsequent impact on the student’s academic success, it is important to consider the best strategies for designing and delivering professional development experiences to have the greatest impact on the use of instructional practice (DiPietro & Sivy, 2011). State-led K-12 virtual programs provide virtual school teachers with the knowledge and skills necessary to take full advantage of the online instructional content. Approaching the design of a virtual school professional development program, with a focus on preparing the virtual school teachers for planning their content, pedagogic, and technological knowledge to optimize the online instructional context, can increase the overall quality of the educational experience offered to the students enrolled in virtual school courses (DiPietro & Sivy, 2011).
- Because of the current financial situation with the school, I propose to do as much of the work as I possible can, myself. I have an idea of how the courses and virtual classrooms so be designed, so to save the most money possible, the need for one developer will be necessary, but I will tell the web developer what to do and how things should be set up. Watson and Gemin (2009) point out that some reasons to develop content internally include, the need to keep courses within state guidelines, to link content creation to teaching online that involves teachers that are full-time, it is less expensive than having an outside company develop all the course materials and contents, and lastly, the support of specific instructional philosophies my not be supported by the course venders.
- The main idea for running the program is to pretty much keep everything like it currently is. There will only be a few minor changes. Currently, the school principle is in charge of all design, and materials that are presented in the online program that is offered. I will seek to readjust the workload from him, to myself. He will of course still have final say of all operations. Since it was my idea to redesign how the online program works, and how students will participate with one another in the online program, I will take responsibility to become the online director. The head of online functions will come to me first, ultimately to be passed or denied by the principle. I have redesigned the course classrooms, and I am the main online facilitator and teacher. Hopefully with the new design of the school online site, and classrooms, it will be easier to navigate both by the students, and the teachers. This is where teacher training comes in, and hopefully it will be easier to move classes to a more blended approach, in the long run. For now because I am only exclusive online teacher, once the program moves towards a more blended approach, I will be the go-to person that will deal with all technical difficulties that other teachers may encounter.
- Student support services vary by what the student needs. For example, if the student is having difficulty with an assignment, then the student could ask for help from a parent, and if this is unsuccessful, then they could go to their teacher. If it has to do with a specific discussion, then perhaps the student could go over their question with a classmate. Most of the time however, if the student went back and looked through the class materials, they will more likely find an answer to their question. However, if a student is having issues accessing their online courses, then they would ultimately need to speak to their teacher, and if the teacher is unable to resolve the issue, then the principle would be the next step of support service. It is very important that the students know they have a support system in place for them if and when they need it.
- As Brunette (2013), discusses, e-portfolios can have many different uses in the K-12 environment. For instance, Brunette gave an example of her experience with using the e-portfolios as an assessment tool for teachers and children in the lower grade levels of pre-k and kindergarten. Barrett (2007) states that e-portfolios are used in the academic setting to document the learning process and growth for learners of all ages. Barrett (2007) also states that portfolio use in the K-12 environment is used for finding a balance between using the portfolios and supporting the learning process and using them for accountability. As Barrett (2007) points out, not much research has been conducted on the use of e-portfolios in the K-12 learning environment. I feel that it is important to expand on the limited research so that professionals will be able to see if the e-portfolios are really useful or not at this stage. I think that for the case of the Christian School, that the use of e-portfolios would just confuse an already confused staff. Once the new curriculum and ways of doing things has been in force for a couple of years, and the staff is well-trained and comfortable with the ins and outs of the new system, then I would recommend that e-portfolios could be used, if the teacher wishes. I would say that only high school students, who are actively seeking employment or who knows that they immediately wish to continue their education in the college or university setting would need to concern themselves with keeping an e-portfolio for academic and employment purposes.
- While students are enrolled at Sumter Christian School, and online classes they will be required to participate in classroom discussions, complete written assignments, be part of a team in collaborative assignments, and create and present presentations. It is important for students to become familiar with these types of activities, because, more and more employers are taking advantage of collaborations and presentations. Also, if the student is going to go to college right out of high school, then it will be easier for them to transition because they will have a better understanding of what will be expected of them. By incorporating all of these different kinds of activities, we are taking a step towards better preparing students for personal, professional, and academic adventures in their lives.
- Baggio and Belderrain (2011), state that learning is perceived as an active, intentional, constructional practice. It is important for the learners to engage in the learning and be responsible for creating knowledge. It is essential for designers and teachers to create and facilitate an optimal environment for authentic learning. The most important thing to remember with authentic learning, is that is moves away from teacher centered activities, and moves toward learner-centered activities. Active learning from the student is the number one priority when discussing authentic learning (Baggio & Belderrain, 2011). Peterson, Hittie, and Tamor (2002), note a few principles of authentic instruction. These aspects include, authentic learning, higher order thinking, students interests, choices, power, and voice, as well as focusing on collaborative learning, reflecting and growth and effort-based evaluations.
- This activity will require you to research information about Internet safety and security issues. You will be reading, learning, researching, and reporting on information that you found. It is very important that you find, research and report on credible sources. Credible academic resources would include, .gov, .edu, .org, and peer reviewed article resources. You will be required to present the information that you have found in a PowerPoint Presentation, or any other Presentation software that you may feel comfortable with. The purpose of this activity is to bring awareness to a real problem. Students are often on the internet and social media sites in their everyday lives. It is not only up to school officials, teachers, and parents to bring awareness to this issue, but it is also up to the student to make sure they know the issues with internet safety and stay informed about the different dangers that are all too real when participating in these activities.
- There is a revolving door that can be used to evaluate the success of the program. As you can see in the picture, this circle incorporates five dimensions for evaluating success. First, there is the strategy. This means that the program should have been strategically planned out. Secondly, is value. Is the program a valuable part of the school? Are the students learning valuable information when participating in the online program? Third is people. Who is designing the material? Are they qualified to do so? Who is the audience of the material being presented? Fourth comes the process. How will this process work? Will the process be time consuming? Will it be functionable? Technology is last. Will the technology be up-to-date? Will the hardware and software be able to handle the necessary load for the school? All of these things need to be taken into consideration when planning the program. The evaluation process has many aspects. Some of them include, how the students did in the program, and was the launch of the program successful? Was the program easy enough to expand into the middle and elementary levels of the school?
- Overall, if I put in enough time, and effort into this relaunch of the program, I really think that not only can we pull it off, but in the long run it will promote the Christian school. I also believe that with the extra effort, that eventually all classes could become blended, which would take a lot of stress, time, and financial burden off of the teachers. Please take into consideration all that had been presented here. I know that this program can and will work, and will be beneficial to all who are involved. Are there any questions that I can answer? Thank you so much for all of your time this morning.